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IC 


8994 



Bureau of Mines Information Circular/1984 



Task Training in the Iron Mining 
Industry: Two Approaches 

By David T. Couillard and Bruce C. Nelson 




UNITED STATES DEPARTMENT OF THE INTERIOR 



Information Circular 8994 . . -^ f Vi "^ 

Task Training in the Iron Mining 
Industry: Two Approaches 



By David T. Couillard and Bruce C. Nelson 




UNITED STATES DEPARTMENT OF THE INTERIOR 
William P. Clark, Secretary 

BUREAU OF MINES 
Robert C. Norton, Director 



A^' 



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b 






(K 



x 



Q^ 



^ 



^' 




Library of Congress Cataloging in Publication Data: 



Couillard, 


David T 








Task training in the iron 


mining industry. 






(Bureau 


of Mines informa 


tion circular ; 8994) 






Supt. of Docs, no.: I 28.27:8994. 






1. Iron 


mines and minin 


g— Study and teaching— Minnesota. 


I. Nel- 


son, Bruce, 


C. II. Title. 


III. Information circular 


(United 


States. 


Bureau of Mines) ; 8994. 








rp-^T r^r\ f ¥ T ,4 


- [TN4011 


622s [622'341'07] 


84-600149 


1N295.1J4 



/J^ CONTENTS 



<. 






Page 



Q Abstract 1 

(V\ Introduction 2 

^ Mine A 2 

v!^ Task training prior to the Mine Safety and Health Act 2 

rT^ Impact of the Mine Safety and Health Act on task training 5 

■O Future plans and prospects ^ 5 

\iMine B 7 

Task training prior to the Mine Safety and Health Act 7 

Impact of the Mine Safety and Health Act on task training 7 

Future plans and prospects 10 

Summary , conclusions , and discussion 11 

ILLUSTRATIONS 

1 . Safety and operating guide for shovel operators at mine A 4 

2. Photographs used at mine A to show differences in day and night visibility. 6 

3. Completed sample form B-319 showing task training procedure for stacker 

operators at mine B 8 

4. Flow chart of task training identification and documentation system at 

mine B 9 

5. Flow chart describing computer generation of weekly potential employee 

training (PET) lists for mine B supervisors 10 



UNIT 


OF MEASURE 


ABBREVIATIONS 


USED 


IN THIS 


REPORT 


h 


hour 






pet 


percent 


in 


inch 






yr 


year 


mi 


mile 











TASK TRAINING IN THE IRON MINING INDUSTRY: TWO APPROACHES 

By David T. Couillard and Bruce C. Nelson^ 



ABSTRACT 

Task training is increasingly important in mining operations because 
of the ever-accelerating pace of technological innovations and the con- 
comitant increasing complexity of mining equipment. This Bureau of 
Mines report describes two successful task training programs in use in 
two open-pit taconite operations in northeastern Minnesota. The pro- 
grams are different in approach, but both have improved safety iand in- 
creased productivity while lowering costs. 

Methods of training both before and after passage of the 1977 Mine 
Safety and Health Act are described, and the impact of this act on task 
training at each operation is discussed. The report identifies four 
common principles that have contributed to the success of the two 
training programs and presents plans each operation has for improving 
future training through new technology. 

^Mine safety training specialist. Twin Cities Research Center, Bureau of Mines, 
Minneapolis, MN (now training specialist with Mine Safety and Health Administration, 
Duluth, MN) . 

^Mining engineer. Twin Cities Research Center. 



INTRODUCTION 



Today's unprecedented competitive pres- 
sures and developing technologies are 
transforming the nature of work, radical- 
ly changing some occupations and sudden- 
ly making others obsolete. At the same 
time, government regulations and policies 
concerning workplaces are frequently 
changing, too. To persons responsible 
for designing and conducting task train- 
ing programs in the mining industry, im- 
proving worker safety and productivity in 
the face of these changes is a continuing 
challenge. 

Managers at many mining operations have 
long recognized that training employees 
in proper job procedures helps to improve 
safety and productivity. With the in- 
troduction of large, complex equipment 
and other technological innovations, such 
training has become even more important. 
Moreover, since the passage of the Fed- 
eral Mine Safety and Health Act of 1977, 
task training has been a requirement un- 
der Federal regulations. 



A number of mining companies have im- 
proved their task training programs. The 
Bureau of Mines describes two successful 
programs in this report as a means of 
providing useful information to the en- 
tire mining industry. 

The two mines discussed are referred to 
as mine A and mine B. Both are open-pit 
taconite operations located in the east- 
ern portion of Minnesota's Mesabi Iron 
Range. When the Mine Safety and Health 
Act was passed, they both had formal task 
training programs already in place. In 
fact, apprenticeship programs for some 
of the maintenance crafts had begun soon 
after the mines were opened in the 
1950' s. Management at both operations 
has strongly supported the ongoing train- 
ing efforts and has sought to meet the 
requirements of the 1977 legislation in 
ways that would strengthen the existing 
programs . 



MINE A 



Mine A employs about 1,100 hourly em- 
ployees. About half the employees work 
in maintenance (mechanics, machinists, 
and electricians) , while the rest per- 
form jobs related to mining (equipment 
operators and operating laborers) . One 
characteristic of mine A that makes it 
different than other nearby taconite 
operations is that its ore dressing and 
pellet izing plant is about 45 mi away, on 
the shore of Lake Superior. This dis- 
tance deters employee transfers from the 
plant to the mine and vice versa. 

TASK TRAINING PRIOR TO THE MINE 
SAFETY AND HEALTH ACT 

Management representatives at mine A 
recognized early that maintaining an ef- 
ficient operation requires well-trained, 
skilled people, particularly in the main- 
tenance crafts. The first in-house ap- 
prenticeship program, for electricians, 
was established in 1956. By the mid- 
19 60' s, apprenticeships in each of the 



other crafts had begun. Currently, 35 to 
40 pet of the mine's maintenance workers 
are graduates of the program. The re- 
maining 60 to 65 pet were already trained 
when they were hired. 

Before 1968, training fqr operating em- 
ployees was informal. A supervisor would 
lead a new miner through a "seat-of-the- 
pants" orientation, then would assign an 
experienced operator to "break the new 
man in." This procedure worked accept- 
ably in times of slow growth and low 
turnover, when there were enough experi- 
enced hands around to correct a new- 
comer's mistakes and help him or her 
learn. But by the late 1960's, mine A 
was growing. New people were being hired 
who had never operated equipment before, 
and frequent breakdowns, increasing acci- 
dents, down time, and decreasing produc- 
tivity all helped to convince mine man- 
agement that informal training was no 
longer acceptable. 



In 1968, the mine's industrial rela- 
tions department began to design and 
implement a formal equipment-operator 
training program. Employees familiar 
with proper operating procedures were as- 
signed duties as job instructors and 
given a broad mandate to develop an ef- 
fective program. 

Equipment manufacturers and other ven- 
dors were consulted in an effort to ob- 
tain training materials. Off-the-shelf 
training films and slides were purchased, 
but the program developers realized that 
these materials would have to be inte- 
grated into a custom-tailored format in 
order to be used effectively. Eventual- 
ly, classroom training programs were 
developed for each piece of equipment. 
These programs were taught by experienced 
operators and were supplemented by films 
on proper operation, slides taken at the 
mine showing the actual equipment and 
conditions the trainees would be faced 
with, and flip charts summarizing impor- 
tant points. The classroom sessions 
lasted from 2 to 4 h, depending on the 
complexity of the particular piece of 
equipment, after which the trainees would 
work in actual job conditions supervised 
by an experienced operator — usually the 
classroom instructor. 

The training period lasted until both 
the trainer and the trainee were con- 
vinced that the trainee was ready to work 
alone. Trainees who had previously oper- 
ated other equipment usually caught on 
quickly, while the less mechanically in- 
clined often required a longer period. 
Occasionally, miners would begin the 
training and decide on their own not to 
complete it, often intimidated by the 
size and power of the equipment as per- 
ceived from inside the cab. However, 
most of the trainees eventually developed 
confidence in their skills and went on to 
become safe, productive operators. Sev- 
eral of the mine's most efficient opera- 
tors today had never operated anything 
more complicated than the family car pri- 
or to taking the training. 

Trainees were also provided with a 
safety and operating guide (fig. 1) for 



each piece of equipment that could be 
used as a preshift and postshift inspec- 
tion checklist and as a job aid during 
the shift. In addition, new equipment 
operators were instructed in the mine 
layout; the signs system; mine terminol- 
ogy; and fire prevention, warning, and 
control procedures. 

The benefits of a formal, operator 
training program soon became apparent. 
Formerly common occurrences of equipment 
abuse, directly related to operators' ig- 
norance of proper operating procedures , 
were practically eliminated. This was 
reflected in lower maintenance costs, 
less down time, and consequently, im- 
proved productivity. There were also 
fewer accidents and close calls. 

Over the years , mine management became 
increasingly aware of the importance of 
the training program. By the mid-1970' s, 
authority over the program had been 
transferred from the mine's industrial 
relations department to its mine opera- 
tions department, with trainers holding 
the same status as mine foremen and 
reporting directly to the mine superin- 
tendent. Training thus came to be con- 
sidered an ongoing function. The mine 
superintendent communicated as readily 
with the training supervisors about tech- 
nical and production problems as he did 
with the other mine supervisors, and this 
ease of communication in turn helped the 
training personnel keep the course mate- 
rial up to date and relevant to changing 
conditions. 

One problem the program was unable to 
solve completely was how to ensure ade- 
quate trainee followup, i,e,, to make 
sure the new operator would continue to 
perform on the job at or above the level 
he or she had achieved in training. A 
measure that was taken to manage this 
problem partially was to require super- 
visors to complete operator training 
themselves, so they would become familiar 
enough with current equipment hazards and 
proper operating procedures to recognize 
and correct employee errors. Other mea- 
sures to deal with this problem were 
started after the Mine Safety and Health 



Safety and Operating 
Guide 




SHOVEL OPERATOR 



THE FOLLOWING IS A GUIDE TO HELP YOU PERFORM YOUR JOB SAFELY AND EFFICIENTLY 
AS A SHOVEL OPERATOR. 

1. Wear all required aaTety equipment, hard hat, safety shoes, glasses etc. 

2. Do not wear Jewelry or loose clothing that could catch on controls. 
3- Keep your equipment clean. 

iJ. Report needed repairs. 

5- Make certain all safety guards and covers are In place. 

6. Maintain good vision by keeping cab and windshield clean. 

7. Report all Injuries and near accidents to your foreman. 

8. Check teeth and tighten shanks as necessary 

9. Use extreme caution when changing teeth as chips of steel may fly from 
sledgd hammer or keeper pins. 

10. Use extreme caution when getting on or off equipment. 

11. Know the location of fire extinguisher and how to use it. Report the 
use of a fire extinguisher promptly so it can be filled and replaced 
lanedlately. 

12. Make sure solvents, alcohol, grease, etc., are in proper containers and 
stored In proper place. 

13- When cleaning or removing grease from machinery, use only solvents. 
1^. Check compressor for oil and alcohol as necessary. 

15. Check for proper air pressure before attempting to operate. 

16. Be sure everyone and everything is in the clear before attempting to 
operate . 

17. Be sure you understand all control functions. Check all controls for 
proper operation. 

18. Check function of safety devices such as trouble light, warning buzzer, 
horn. 

19. Be sure to turn face away from switch box when starting electric 
machines. 

20. Check swing and hoist brake periodically to make sure they operate 
properly. 

21. Operate controls from operator's seat only. 

22. Check cable boat, power reels and position of power cables when 
operating. 



23- Watch out for overhangs, electric wires, slide areas or other hazards. 
2^. Be careful not to ground out shovel when digging in low wet areas. 
Keep Junction boxes high and dry. 

25. Do not attempt to move a Junction box from a water hole with the power 
on. 

26. Use warning signals: two blasts on horn or buzzer before moving ahead; 
three blasts before backing up; one blast for stop. 

27. Stay safe distance from drop off or overhang. 

28. Be sure you have plenty of clearance from bank when swinging shovel. 

29. In high banks, dig wide on right side to keep enough clearance between 
shovel and bank. 

30. Use proper procedure when lowering large chunks from bank. 

31. Be alert for chunks that may skid down stick when bucket Is high and 
possibly come through operator's window. 

32. When casting chunks behind shovel, be careful that you do not hit cable 
peel, cable boat or p>ower cable, etc. 

33. Be alert for dozer operator when he is cleaning up. Do not swing 
shovel or dig In bank when dozer operator is cleaning up near shovel. 

3^. Use extreme caution when moving shovel back with dozer pulling cable 
boat and people are coiling cable Into cable boat. 

35. Use extreme caution when moving shovels up and down ramps. Line up 
shovel 30 as to make as few turns as possible. If cutting. clutches are 
giving trouble, have them checked before attempting to go up or down a 
ramp. 

36. Make sure ramps are properly sanded before attempting to move shovel up 
or down one. 

37. If propel brakes have been loosened for moving, have them retightened 
before going up or down a ramp. 

38. When moving shovels with power unit, see that power unit is off to one 
side and not directly behind the shovel when going up rampa. 

39. Shovel operator should be alert for horn signals from power unit 

operator, 
iiO. Use caution and be sure trucks are properly spotted when loading block 

to block. 
^1. At the end of your shift, turn off compressor and bleed air tank. 
42. Be sure shovel is properly positioned and bucket grounded before 

attempting to get off machine. 



Ask your supervisor uiy questions you may have regarding the safety or 
operations of your shovel. 



FIGURE 1. - Safety and operating guide for shovel operators at mine A. 



Act was passed and are discussed in the 
next section. 

IMPACT OF THE MINE SAFETY AND HEALTH 
ACT ON TASK TRAINING 

When the training requirements of the 
Mine Safety and Health Act became effec- 
tive, the mine A managers used the occa- 
sion to strengthen their total task 
training efforts in the following areas: 

1. Task analyses were performed on 
every job. For maintenance and equip- 
ment-operator occupations, a great deal 
of written material was already available 
to aid in the analyses. Job procedures 
throughtout the mine were reviewed, re- 
vised, and, if necessary, rewritten. In 
this way, task training deficiencies were 
exposed and corrected, and the result was 
a more thorough program. 

2. "Train the Trainer" courses were 
provided for supervisors with task train- 
ing responsibilities. Management recog- 
nized that for an expanded training ef- 
fort to succeed, supervisors would need 
to improve their skills as trainers. 
Help in this area was at first obtained 
from an instructor from the Mine Safety 
and Health Administration's (MSHA) Divi- 
sion of Education and Training who taught 
MSHA's "Cooperative Instructor Course" to 
a core group of mine A trainers and su- 
pervisors. Personnel from this group 
then adapted the MSHA course into a 
slightly more mine-specific format and 
subsequently taught the adapted course to 
other supervisors on a regular basis. 
The course included practice in analyzing 
performance problems common to the mine, 
designing lesson plans based on real work 
situations, and evaluating training; su- 
pervisors who completed the 2-day ses- 
sions were equipped with new skills 
both to train miners better and to use 
effective followup techniques to assure 
miners' continued proficiency. 

3. Documentation of task training was 
improved. The MSHA requirement that rec- 
ords be maintained using the 5000-23 
Certificate of Training form, coupled 
with the potential legal consequences for 



failing to do so, drastically reduced in- 
stances of supervisors assuming that 
miners had received training when in fact 
they had not. Consequently, formal task 
training was more likely to be provided 
in more situations after the Mine Safety 
and Health Act went into effect than 
before. 

FUTURE PLANS AND PROSPECTS 

Mine A management sees training as a 
major tool for helping the work force 
understand and adjust to change. This 
function is considered to be so important 
that supervisory job descriptions are 
currently being rewritten to state that 
training is one of the principal duties. 

The extent of management's commitment 
is illustrated by the active involvement 
of the mine superintendent. The mine su- 
perintendent continues to direct the ac- 
tivities of the training supervisors, of- 
ten suggesting new programs to respond to 
specific needs. One such program cur- 
rently under development is a slide pre- 
sentation on night work hazards, which is 
being designed to prepare miners to rec- 
ognize and cope with the substantial dif- 
ferences in visibility and illumination 
encountered in the same work areas on 
different shifts (fig. 2). For this as 
for other programs , the mine superinten- 
dent 's participation may include writing 
and recording a script to accompany the 
slides. 

Future efforts at mine A will surely be 
influenced by the recent introduction of 
a computerized mine communication system. 
Two years under development, the new sys- 
tem monitors the movements of all mobile 
equipment in the mine from a single con- 
trol room. Since successful use of this 
technology will be possible only if the 
system is understood by the equipment 
operators, training in new procedures has 
been going on throughout each developmen- 
tal stage. In the years to come, such 
"retrofitting" of people to meet the de- 
mands of changing technology will be a 
continuing theme — and challenge — for the 
task trainers of mine A, 






FIGURE 2. - Photographs used at mine A to show differences in day and night visibility: Haulage 
road (top) and drilling machine (bottom) during day (left) and at night (right). 



MINE B 



Even though the two operations actually 
border each other, mine B differs from 
mine A in several important respects. 
First, mine B and its plant facilities 
are consolidated in the same basic loca- 
tion. Consequently, mine B employs con- 
siderably more people than mine A does: 
currently 2,200 employees, down from a 
high of 2,750. Employees transfer freely 
from one department to another, a prac- 
tice which has become increasingly common 
as a result of recent cutbacks in person- 
nel and production. Of more than 300 
jobs classified by management, 77 pet are 
in mine or plant operations , and 33 pet 
are in maintenance. 

TASK TRAINING PRIOR TO THE MINE 
SAFETY AND HEALTH ACT 

Like their counterparts at mine A, of- 
ficials at mine B provided early and 
substantial encouragement of training ef- 
forts. Apprenticeship programs for elec- 
tricians, welders, and machinists began 
in 1957; and by the mid-1960' s, programs 
were firmly in place for all of the main- 
tenance crafts. Training for operations 
personnel was conducted informally by su- 
pervisors and experienced operators until 
the mid-1960' s. 

Faced with the same expansion problems 
as were encountered by mine A, the man- 
agement of mine B instituted a formal 
program. Lesson plans, performance stan- 
dards, mine-specific slides, and other 
appropriate audio-visual programs were 
developed. The employees who were as- 
signed to develop these programs became 
the nucleus of a full-fledged training 
department under the general supervision 
of the director of public and personnel 
relations. While actual training was 
still conducted by each operating depart- 
ment, supervisors with training responsi- 
bilities increasingly came to rely on the 
training department's expertise for ap- 
propriate instructional materials. 

Productivity and safety both improved 
as a result of formal training for 
equipment operators , and this success 



stimulated efforts to make the train- 
ing even more effective. Small student- 
to-instructor ratios were consistently 
maintained, with no class ever exceeding 
four trainees. Classroom instructors al- 
so conducted training on the equipment 
in actual job conditions. In the mid- 
1970' s, a decision was made to conduct 
the on-the-job training during the night 
shift, since most new operators were 
initially assigned to this shift. The 
training thus more closely duplicated the 
real work environment, and operator per- 
formance continued to improve. 

By the time the Mine Safety and Health 
Act was passed, mine B had an organi- 
zation capable of meeting the law's 
requirements. Managers and supervisors 
throughout the mine had become accustomed 
to relying on the training department and 
working with all departments to make the 
training programs work, 

IMPACT OF THE MINE HEALTH AND SAFETY 
ACT ON TASK TRAINING 

Using the Mine Safety and Health Act 
requirements as a catalyst, the mine 
B training department developed a thor- 
ough task training system. The following 
steps were taken: 

1. Supervisors in every area of the 
mine and plant gathered information about 
the jobs under their jurisdiction, us- 
ing task-analysis forms provided by the 
training department. The data were then 
refined into formal procedures (fig. 1) 
by training department professionals. 
These written procedures, eventually com- 
pleted for every job and kept on file in 
each department, became the most impor- 
tant resource for people assigned to do 
task training. 

2. The training department developed 
checklists for training new miners and 
transferees for each work area. An exam- 
ple of one of these checklists (form 
B-319) is shown in figure 3. Often, em- 
ployees who transferred would retain the 
same job classification, but would need 



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to be oriented to their new work environ- 
ment. The checklists provided this ori- 
entation. They were also used in con- 
junction with the written procedures as a 
standard task training aid. 

3. People from the training and com- 
puter services departments worked togeth- 
er to design a computer-assisted system 
to identify employees who needed training 
and accurately document training. The 
essential features of this system are il- 
lustrated in figures 4 and 5. A key cap- 
ability of the system was the weekly gen- 
eration of a Potential Employee Training 
(PET) list, which allowed supervisors to 
monitor employees' needs and progress in 
meeting those needs. 

4. All supervisors completed a 4-h 
"Train the Trainer" course in which they 



were given explanations of training re- 
quirements under the Mine Safety and 
Health Act, plans for computerized task 
training administration, and on-the-job 
instruction. They also participated in a 
simulated task training demonstration and 
completed a written quiz on the material. 
The "Train the Trainer" course, which was 
developed from a variety of sources and 
conducted by a training department staff 
member, emphasized "the five P's" of ef- 
fective training: 

Plan....... Know the objectives. 



Prepare. 



Present. , . 



Know the material 
and the trainee. 

Tell and show; ex- 
plain how, what, 
and why. 



5000-23 



Supervisor completes task training for those 
he or she determines need it and issues 



5000-23 




FIGURE 4. - Flow chart of task training identification and documentation system at mine B. 



10 





Schedule clerk determines who is most 
likely to require task training and sends 
list of badge numbers. 



Computer services personnel issue PET list weekly, 
by department, with additional employee information. 



PET form 
B-321 




To each department for 
distribution to supervisor 

FIGURE 5. - Flow chart describing computer generation of weekly potential err>ployee training (PET) 
lists for mine B supervisors. 



Perform,,. Let the trainee tell, 
show, and explain. 

Pursue.,,, Follow up. 

After completing the course, supervi- 
sors felt far less anxious — and much more 
confident — about meeting their increased 
responsibilities. 

5. Each department designated one per- 
son to be responsible for management of 
all task training data and entry of these 
data into the computer. 

After the new system became opera- 
tional, the extensive planning and prep- 
aration paid off in the form of quick 
acceptance, understanding, and coopera- 
tion from the responsible supervisors. 



Employees who needed task training were 
being trained, and the overall quality of 
the training was being improved as well, 

FUTURE PLANS AND PROSPECTS 

While the established task training 
program at mine B continues to benefit 
from strong management support, the un- 
dertaking of any major new efforts to im- 
prove it would necessarily depend on the 
potential for return on investment be- 
cause of the difficult economic condi- 
tions faced by the steel industry. Some 
projects in the planning stages which may 
or may not survive cost-benefit analysis 
include the following: 

1, The development of a computer pro- 
gram to simulate certain uncommon but 



11 



critical job situations for powerplant 
and furnace operators. Presently, the 
skills required to deal with these situa- 
tions are learned on the job — but only 
when and if the situations happen to 
occur, 

2, A plan to store all human resource 
and training data (task analyses, slides, 
lesson plans , etc. ) electronically in the 



mine's computer, with the data retriev- 
able on video display terminals. 

3. The application of video technology 
to task training. Management has recent- 
ly approved the purchase of video equip- 
ment, and the training department hopes 
to produce videocassettes that will show 
proper performance. 



SUMMARY, CONCLUSIONS, AND DISCUSSION 



Mines A and B have both successfully 
implemented task training programs that 
have resulted in fewer accidents, less 
damage to equipment, lower maintenance 
costs, and improved productivity. While 
the two programs are far from identical, 
four common principles have contributed 
to their success. 

The first principle is that there must 
be solid management support for the task 
training program. At both mines , manage- 
ment support has fostered communication 
between and within departments and co- 
operation in achieving training objec- 
tives, despite the fact that the training 
organizations at the two mines have 
evolved in very different ways. Conse- 
quently, whether the training function 
is an operational responsibility (mine A) 
or a responsibility shared with a formal 
training department (mine B) , its success 
or failure depends on the backing of top 
management . 

The second principle is that people as- 
signed training duties should be trained 
to train. Management at both mines looks 
upon training as a critical element of 
a supervisor's job; and at both mines. 



training supervisors to train effectively 
has helped make them better supervisors. 

The third principle is that the primary 
goal of task training is improved job 
performance. Job skills have always been 
primary at mines A and B, and efforts to 
improve their training programs have al- 
ways focused on how to better meet those 
skills. Management at both mines has 
been particularly concerned with training 
followup and evaluation, as evidenced by 
the emphasis at both mines on the super- 
visor's role and mine B's computerized 
tracking of trainees' progress. 

The fourth and final principle is that 
there must be a readiness to adapt to 
change. Training cannot remain static in 
the face of technological developments if 
the mining industry is to be prepared 
to take advantage of these developments. 
Since people cannot be replaced as easily 
as machines , training should be a tool 
that helps employees learn how to use new 
technology productively. The task train- 
ing programs at mines A and B provide 
models of how training programs can be 
implemented to provide such a tool. 



ftU.S. CPO: 198^-505-019/5069 



INT.-BU.OF MINES, PGH., PA. 27750 



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